A Handbook for Teaching & Learning in Higher Education

A Handbook for Teaching & Learning in Higher Education

A Handbook for Teaching & Learning in Higher Education

A Handbook for Teaching & Learning in Higher Education


First published in 1999, this handbook has proven to be popular for those developing their careers teaching in higher education. The combination of wide ranging, accessible and authoritative guidance and advice, with fascinating case studies and vignettes, plus a real understanding for the needs of readers working in higher education today, has made this an essential book for many. It has been widely adopted and recommended, with many institutions, such as Oxford University, providing copies for all their new teaching staff.Fully updated and significantly revised, this new edition of the Handbook is sure to enhance its reputation and success. The focus remains firmly on developing professional academic skills in terms of teaching, student learning, research, career development and developing subject excellence. However, with higher education changing rapidly in terms of technology, subjects, numbers, priorities and professional development, the book has been redeveloped to reflect these changes.This new edition builds upon the scope and value of the previous edition, and will also dovetail with the editors' recent follow-up volume, "T



Heather Fry, Steve Ketteridge and Stephanie Marshall


This book is intended primarily for relatively inexperienced teachers in higher education. Established lecturers interested in exploring recent developments in teaching, learning and assessment will also find the book valuable. It has much to offer others in higher education and beyond (for example clinicians in the National Health Service) who have supporting roles in teaching and learning. It will be of interest also to computing and information technology staff, librarians, technical staff, researchers, graduate teaching assistants, and foreign language assistants. Those coming into the sector from overseas, business, industry or the professions will find the book a useful introduction to the practice of teaching in universities in the UK. Senior managers in the sector may also find it a useful way of updating themselves about current imperatives and practices. The handbook also has much to offer others working with adult learners.

The book is informed by best practice in teaching, learning, assessment and course design from across the higher education sector, underpinned by appropriate reference to research findings. The focus is primarily on teaching at the undergraduate level in the UK, but with much of many chapters having considerably wider applicability. A particular strength of this book is that it reviews generic issues in teaching and learning that will be common to most practitioners, and also explores practices in a range of major disciplines.

It is likely that those taking induction programmes, or certificates or diplomas in teaching in higher education will find the handbook useful and thought provoking. It introduces not only general methods for teaching, but also considers the distinctive elements of pedagogy in a number of disciplines and discusses aspects relating to professional practice and its assessment, including observation of teaching and portfolio building. The handbook is likely to support all those seeking to enhance their teaching practice, including those wishing to obtain or

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